Assessing for ADHD: The role of executive functioning and ability

This study examined the relationship between executive functioning (EF), cognitive ability, and ADHD. Understanding the relationship between these constructs helps with identifying individuals with ADHD when they belong to a subpopulation (i.e. high ability) that may be subject to intersectional differences in score patterns. Variable patterns have been found between EF rating scale scores across informants and between subpopulations (i.e., high ability vs. average ability, or ADHD vs. nonclinical). Moreover, research regarding score patterns for high ability individuals with ADHD is limited. In this study, I explored interrater reliability for EF rating scales for youth with ADHD and whether ability impacted these scores. I also examined the agreement between a performance-based measure and rating scale scores of one EF, working memory. This study used a sample of 95 youth that was part of a larger dataset from a Midwestern psychology clinic. Results indicated both parents and teachers provided mean ratings that were generally elevated and significantly positively correlated across most subscales. Self-report mean scores were average and significantly negatively correlated to some teacher-report scores. When accounting for ability, parent-report of working memory significantly predicted scores on a performance-based measure of working memory. Teacher- and self-reports of working memory were not significantly related to the performance-based measure of working memory with or without accounting for ability.